P

European Curriculum Reflections

on
Library and Information Science
Education

Edited by Leif Kajberg and Leif Lørring

The Royal School of Library and Information Science, Denmark

 2

European Curriculum Reflections

on Library and Information
Science Education

Edited by Leif Kajberg and Leif Lørring

Copyright © 2005 The authors and

The Royal School of Library and
Information Science

Quoting and reproduction is

allowed with proper source
indication/bibliographic details.

ISBN: 87-7415-292-0

The project behind this book has been carried out with the
support of the European Community in the framework of the
Socrates programme. It should be noted that sole responsibility lies
with the authors and that the Commission is not responsible for
any use that may be made of the information contained in the
book.

The Royal School of Library and Information Science.

Copenhagen 2005.
1 Library and Information Science
Curriculum in a European perspective
Assumpció Estivill
Lorenz Bernd
Anne Marie Bertrand
Frederic Blin
Ton de Bruyn
Tor Henriksen
Malgorzata Kisilowska
Fernanda Ribeiro
Josiane Roelants Abraham
Anna Maria Tammaro

Introduction

This paper on Library and Information Science (LIS) curriculum in a European

perspective is based on the results of the online and in person discussion held by
Workshop Group-1 and on the literature review of international and national papers on
Bologna process’s impact on LIS education in Europe. It is structured into three main
parts:

Section 1 attempts to identify the level of transparency of LIS programmes wanted after
Bologna.
This was done by analysing the structure of LIS programmes: duration of the programme,
level definition using Dublin descriptors, general subjects or specialisations, ECTS credit
system, modularization and practical work.

Section 2 deals with the curricular content of the LIS programme.

For better understanding, the aim of this part is to map the principal knowledge areas of
LIS school, trying to encompass both the “information” and “document” traditions.

The final Section deals with the findings of a recent IFLA survey on quality assurance
systems in LIS and the evaluation of LIS programme in Europe. Quality assurance is one
of the primary aspects of the Bologna declaration.
 18

Background and context

Bologna process
Bologna process is presently the major reform of Higher Education (HE) in Europe. It
takes its name from the Bologna Declaration1, which was signed in Bologna on 19 June
1999 by the Ministers of Education of 29 countries in Europe. The applicant countries
were: Austria, Belgium, Bulgaria, Czech Republic, Denmark, Estonia, Finland, France,
Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg,
Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovak Republic, Slovenia,
Spain, Sweden, Swiss, and United Kingdom. At the Prague meeting, then joined the
Bologna process: Croatia, Cyprus, and Turkey. Four Western Balkan countries – Albania,
Bosnia-Herzegovina, “the former Yugoslav Republic of Macedonia” and the Federal
Republic of Serbia and Montenegro – joined the Bologna process at the Berlin
Conference, along with the Principality of Andorra, the Holy See and Russia. 40
countries are now involved in the Bologna process.

The goal of Bologna is to facilitate student mobility and improve employability in

Europe; the focus is on the recognition of qualifications. The main objective of the
Bologna Declaration was that of transparency. This has been realised by harmonising the
architecture of higher education systems into two (then three) main cycles, with a
common structure for university studies, a diploma supplement, and a common system of
credits, the European Credit Transfer System (ECTS).

In countries introducing such a new system, this question arose: Where do the first cycle
end and the second cycle begins. That gave rise to the shared “Dublin descriptors” (Joint
Quality Initiative, 2002) for a Bachelor and a Master level and later extended to the
Doctorate (2004). The descriptors work for marking the learning outcomes of the first
cycle and distinguishing them from the outcomes of the second and the third cycle (Adam
2004). The word ‘competence’ is used by the Dublin descriptors in its broadest sense,
allowing for gradation of abilities or skills. They include: Domain specific competences
(knowledge and knowledge applying, judgements); special competences (knowledge and
knowledge applying) and transversal competences (communication, learning skills).

Later, the Copenhagen Declaration (European Commission, 2002) focused on lifelong

learning and increased European co-operation among Vocational Education and Training
(VET) and Higher Education (HE) for the accumulation of ECTS (not only transfer),
where it is stated that increased support should be given:

‘…to the development of competences and qualifications at sectoral level, by reinforcing

co-operation and co-ordination especially involving the social partners.’

This statement reflects the increasingly important role played by sectors in developing
education and improving the recognition of qualifications for better employability.
Employability is the most elusive of the Bologna Declaration objectives. Some of the

1 The formal name of the Bologna declaration is the “European Higher Education Area - EHEA”.
 19

factors impacting on employability are: quality assurance, content design and relevance
of programmes, theory and practice ratio, clear information on learning outcomes and the
qualifications framework.

At the Berlin ministers meeting (Berlin Communique, 2003), EHEA reform was made
more precise. Quality assurance was selected as one of the three goals for action. The
developments at sector level should point towards the gradual emergence of what is
called zones of mutual trust. While mostly established on a voluntary basis without rigid
institutional and legal frameworks, these zones of mutual trust will enable international
co-operation and mobility. Quality assurance, in the framework of Bologna process, is
focused on learning outcomes and student competences and is seen as a stimulus for
innovation of curriculum content, for a balanced theory-practice-ratio (e.g. teaching and
learning methods, cooperation with enterprises), and as a definition of benchmarking.

LIS education in Europe

The most frequent structure for LIS education in Europe is its location in a university
department or Faculty. Sometimes, especially in countries of Central and Southern
Europe, these LIS departments coexist with other forms of on-the-job training offered by
national libraries or other libraries or cultural institutions (Harbo, 1996). Only rarely do
independent library schools exist – except for example for Denmark. However we will
use LIS schools in this paper with the meaning of a LIS programme offered by a Higher
Education institution. This phenomenon characterising LIS education in Europe, which
we can call “convergence”, has a big impact in the organisation of the LIS programme,
i.e., for content design, where general disciplines sometimes exist as mandatory subjects,
or for staff size and recruitment selection criteria. Some Library schools, which have to
look for financing from other sources than Government, as for example in the UK and the
Netherlands, are more labour market oriented, with a curricular catalog trying to attract
students with innovative courses, but most of the other are more academic. After the
Bologna reform, government control of LIS schools in Europe became greater,
stimulating the convergence with other disciplines or areas.

The convergence phenomenon of LIS schools in Europe is also related to the

interdisciplinarityof the curricula, which include information management and
information technology, archival studies, media and communication studies, book
studies, records management and others. By adding components of these fields to the LIS
curriculum, it becomes less LIS and graduates will begin applying for jobs that are only
distantly related to the traditional labour market.The debate arose, for example, if
archives and libraries should be integrated in the same course or not. LIS and Archival
Science have been developing separately as professional areas. However we must reflect
on some basic and important questions: do libraries and archives deal with /study
different objects or they all deal with information? Information and communication
technologies (ICT) have dramatically transformed access, presentation and the life cycle
of documents and information. Together with management and marketing, these subjects
have been added to curricula.
 20

The concept of internationalisation has been persisting in European LIS circles for some
decades and is described by Vodosek (Vodosek, 2002) as “better knowledge of each
other; comparability of structures and contents; reciprocal recognition of professional
qualifications and degrees; international exchange and co-operation; and
internationalisation of content”.

The purpose here is to look at the concept of internationalisation, including a definition of

the different approaches, for an exploration of Bologna process impact on the LIS sector.
Internationalisation has been addressed from three different points of view (Tammaro,
2005):

1) The first approach sees the inclusion of the international dimension at university or
LIS school level, as part of the university/institution mission and is one of the elements
often used for accreditation. Enrolment of international students is the specific aim,
compensating budget shortcuts and losses of national students. This includes the need for
students of studying in a foreign language, usually English.

2) The second looks at specific programmes or courses for the internationalisation of LIS
schools. There are three types of achievements:
Students/teachers mobility and exchange, through European programme as SOCRATES,
TEMPUS and ERASMUS;
Twining agreement: the same academic content is delivered in different LIS schools with
mutual academic recognition of the title – where education is sometimes provided by
foreign teachers;
Joint course, where all the course management from the design to the assessment takes
place in the network of LIS schools.

3) The third approach concerns the internationalisation of procedures, which are in

general nationally based, as recognition of academic qualifications and quality assurance
procedures. This approach is that of the Bologna process.

Library and Information Science programmes

The LIS discipline could be considered as the study of the communication channels
between authors of documents and their users. We speak of Library and Information
Science (LIS) instead of Librarianship or Library Science, accepting the worldwide trend
of including the word “information” in the discipline name. However, one of the biggest
differences in LIS Schools in Europe is determined by the presence and the
understanding of the word information in the title and in the content of the programme.

Target of LIS programmes

The target of the LIS programmes includes all information professionals. It is not limited
to librarians, but includes archivists, documentalists, record managers, web editors and,
with some hesitations, publishers and museologists. Focusing on the mediator role, LIS
can be defined as the “science” of organise mediation, using the term science as a special
 21

kind of science in the sense defined by Ranganathan. This makes LIS studies a field
preparing for practical work, teaching and research in librarianship and the book trade,
archives administration, records management, museums or any other physical or virtual
collection or archive based activity, and beyond the standard documentary institutions or
organisations.

Professional role
All information professionals have to organise collections, both physical and/or virtual.
Their role is that of mediator between authors and users, as suggested by Tor Henriksen;
other roles as educators or facilitator have been debated, without reaching an agreement.

Structure of LIS programmes

A three-level structure has achieved total European application through the Bologna
process. Entry requirements, theory/practice ratio and qualifications framework are other
elements that indicate a LIS programme’s ability to provide for greater student and
teaching staff mobility, better employment opportunities, and recognition of competences
for lifelong learning.

Three level structure

Using the three levels of the Bologna Process and the Dublin Descriptors, the structure of
LIS courses can be represented as a triangle (Fig. 1) where from bottom to top we go
from broad and general subjects to increasing specialisation.

These three levels, in increasing order of specialization, are:

a) The Bachelor level, consisting of at least three years of study (minimum 180 -
maximum 240 ECTS)
The current organisation of Bachelor studies in European countries represents a variety of
solutions. In some countries we find Bachelor programmes composed of more or less
basic studies of background or methodological character, with no traces of LIS. In other
countries, the Bachelor programmes have LIS subjects only. There is obviously no reason
to ask for standardisation here. Probably, the best solution will be found in a combination
of basic, methodological and LIS subjects.

The Bachelor level should aim at producing competent candidates for practical work in
all kinds of documentary institutions or organisations, but a certain amount of preparation
for higher level studies is recommended.

Dublin Descriptors defines the competences of the Bachelor level as:

Knowledge and understanding: [is] supported by advanced text books [with] some
aspects informed by knowledge at the forefront of their field of study;

Applying knowledge and understanding: [through] devising and sustaining arguments;

 22

Making judgement: [involves] gathering and interpreting relevant data;

Communication:[of] information, ideas, problems and solutions;

Learning skills: have developed those skills needed to study further with a high level of
autonomy.

b) The Master level consisting of two years of study (minimum 60 - maximum 120
ECTS)
At this level, only LIS and related methodology should be dealt with. If necessary, the
Master level should start with a basic course on the foundations of LIS. At the completion
of the course, the successful candidates should have competences for higher positions in
documentary and general institutions and have been introduced to research work through
the preparation of a master thesis.

Dublin Descriptors defines the competences of Master as:

Knowledge and understanding: provides a basis or opportunity for originality in

developing or applying ideas often in a research context;

Applying knowledge and understanding: [through] problem solving abilities [applied] in

new or unfamiliar environments within broader (or multidisciplinary) contexts;

Making judgement: [demonstrates] the ability to integrate knowledge and handle

complexity, and formulate judgements with incomplete data;

Communication: [of] their conclusions and the underpinning knowledge and rationale
(restricted scope) to specialist and non-specialist audiences (monologue);

Learning skills: study in a manner that may be largely self-directed or autonomous.

c) The Doctoral level consisting of at least 3 years of work (180 ECTS)

Here the main content will be research methods, epistemology and preparation and
presentation of a Doctoral thesis. This level aims at producing researchers and teachers.
In some European countries, this level is also required for Head Librarians.

Dublin Descriptors defines the competences of Doctorate as:

Knowledge and understanding: [includes] a systematic understanding of their field of

study and mastery of the methods of research associated with that field;

Applying knowledge and understanding: [is demonstrated by the] ability to conceive,

design, implement and adapt a substantial process of research with scholarly integrity ..
[is in the context of] a contribution that extends the frontier of knowledge by developing
 23

a substantial body of work some of which merits national or international refereed

publication;

Making judgement: [requires being] capable of critical analysis, evaluation and synthesis
of new and complex ideas;

Communication: With their peers, the larger scholarly community and with society in
general (dialogue) about their areas of expertise (broad scope);

Learning skills: Expected to be able to promote Doctoral level within academic and
professional contexts, technological, social or cultural advancement.

Qualifications: Research (also head librarians) Doctoral

Teaching

Master level
Qualifications: Director, Specialisation
Research preparation

First level
Qualification: LIS subjects
Information
Professional

First level
Other subjects

Fig. 1 Structure of LIS programmes

Entry requirements
It is recommended that the information profesionals career starts with a Bachelor level,
preferably in LIS, but flexibility might be needed for accepting also students with other
background candidates for a Master course.
 24

Theory/Practice ratio
Regarding the orientation of the LIS programmes – professional / academic / research –
the Bologna Declaration mentions that

“The first degree awarded after the first cycle shall also be relevant to the European
labour market as an appropriate level of qualification”.

The labour market orientation pushes for including in the educational system and also in
the didactic methodology experiential components, such as internship, and facilitating
placement. In curriculum development the focus is on competences –generic, academic
and professional– which are going to have a relevant role. Competences are important at
the undergraduate level and also for the Master’s degrees, when they are professionally
oriented. The issue of theory vs. practice and of academics prospective vs. vocational
education was one of the first to arise in the Group’s discussion. Using the words of Ton
de Bruyn: we have to consider the integration between the architect and the builder, to
stress that we have to build a palace and if we want that this palace will be strong and
effective, we need both. The reflective practitioner approach seems to be the best
example of a perfect balance, but this issue is really controversial. Ton de Bruyn was also
very useful in the discussion for distinguishing the curriculum design from its delivery
and describing the competences based approach realised by Dutch LIS schools.

Regarding competences, we considered the following documents, as they reflect the point
of view of professionals:

Competencies for information professionals of the 21st Century. Rev. edition, June 2003.
Special Libraries Association, 2003.
<http://www.sla.org/content/learn/comp2003/index.cfm>

Guidelines for a graduate program in archival studies of the Society of American

Archivists
<http://www.archivists.org/prof-education/ed_guidelines.asp>

Euroguide LIS: competencies and aptitudes for European information professionals. 2nd
entirely revised edition. Produced with the support of the European Commission, as part
of the Leonardo da Vinci program. ADBS Éditions, 2004. 2 vols.
<http://www.certidoc.net/en/euref1-english.pdf>,
<http://www.certidoc.net/en/euref2-english.pdf>

Euroguide LIS can be an starting point. A part from being a very complete list of
competencies, it also gives indications of the four levels considered in competencies:

Level 1: Awareness. The individual is happy to limit him/herself to using the tools. A
basic appreciation of the nature of the field is necessary (essentially knowledge of the
basic vocabulary and the ability to carry out certain practical or clearly defined tasks).

Level 2: Knowledge of practice or techniques. The individual is capable of reading and

 25

writing about the phenomena studied. He or she can communicate with specialists in the
relevant subject. This is the first professional level (use of practical know-how). He or
she can manipulate the basic tools, carry out specialised or repetitive tasks and convey
practical instructions.

Level 3: Effective use of the tools. The individual is aware of the existence and content of
techniques and can define, discuss and use them effectively. He or she is capable of
interpreting a situation and making judgements that involve adapting the job or creating a
tool. He or she can select individual actions and combine them into complex activities.

Level 4: Effective use of methodology. The individual uses a given technique but can
apply it to other circumstances, use it in different ways, find new areas for its application,
as well as devise improvements or more sophisticated and/or better adapted ways of
deploying it. He or she is capable of devising new tools or products and adopting a
strategic or global approach to his/her activity, noting the complexity of situations and
being able to find appropriate original solutions.

However, these are just recommendations and we should recognise that European
countries have very different traditions of LIS education. Some countries have a well
established tradition in LIS university programmes, while others have just recently
established LIS programmes at the university level. Labour markets are also very
different in each region, and the LIS programmes have to be aware of the local/regional
labour market.

Qualifications framework
LIS practitioners seeking for a first appointment or for promotion within an information
organisation should be able to provide employers with assurance of the currency of their
knowledge, skills and competences.

The European Council of Information Associations (ECIA) has worked for international
recognition of qualifications for LIS professionals. In 1994, ECIA established a
certification for allowing experienced professionals to obtain recognition of their level of
qualification, even if they did not possess the corresponding diploma. Another outcome
was the definition of compatibility criteria between different certification systems. The
second stage was CERTIdoc: its objective has been the definition and establishment of a
European certification system (Meyriat, 2003).

The European Qualification Framework, Europass and ECVET have been recently
discussed, in the framework of the Bologna process, as reference tools for recognition.

The European Qualification Framework (EQF) will make it possible to compare and link
the growing diversity of education, training and learning provisions existing throughout
Europe. EFQ is at an early stage of development, but some of its elements have been
identified, as the learning outcomes focus, the credit accumulation system (ECVET) and
the portfolio (EUROPASS). Europass should consist of a portfolio document, with a
common brand name and a common logo supported by adequate information systems,
 26

voluntary adopted by individuals. ECVET introduces credit systems for the accumulation
(more than transfer as originally conceived) of credits: it requires a compatible
organisation of curricula and programmes delivery and mutual trust in the quality of
learning providers. All these tools have a direct relationship to levels and level indicators
as defined in the Dublin Descriptors.

General content of LIS programmes

LIS field
Dealing with general content, the discussion was guided by Tor Henriksen. Covering
positions in all kinds of documentary institutions and organizations, as well as teaching
and research, LIS education institutions have traditionally covered three basic subfields
of study:
The first one is the study of documents.
The second is knowledge organisation, e.g. a kind of micro-operation on documents.
The third is what is normally called administration or management of documentary
institutions: general topics, like cultural and information policy and legislation, planning
etc.
These basic subfields are normally dealt with in a synchronic manner, but are open to
diachronic aspects (history or futurology). User studies are also related to all three
subfields.

The basic principles underlying this subdivision are:

Distinction between entities (documents) and operations (micro and macro)

Distinction between synchronic and diachronic approaches
The user orientation

a) The study of documents

This subfield covers the two main genres: Fiction and non-fiction, their typology and
the structure of the main kinds of documents. For some kinds of user, a specific user
orientation is recommended e.g. children, visually handicapped, researchers, music
listeners or performers.
The document being a combination of text and medium, the various media should be
dealt with from the oldest forms to the electronic ones.
It is assumed that it is not possible to standardise the content at a European level. Each
institution must make its priorities according to the traditions of the country and the
labour market for the candidates

b) Knowledge organization and information retrieval

This subfield has already reached a certain amount of standardisation and consists of the
following items:
Formal and subject analysis
Formal (bibliographic) and content representation (with or without indexing languages)
Storage (cataloguing, shelving, databases)
 27

Searching and retrieval (including search behaviour)

Evaluation of performances.

Diachronic aspects to be dealt with could be, for example, classification history.

c) Organisation and management. Cultural and information policy and legislation

This item covers primarily documentary institutions or organisations, but also issues
related to the document flow in institutions or organisation in general (information
management). Central topics will be the building up of collections or archives through
acquisition policies or deposition schemes, the study of the users to be served and the
organization of the various services.
An obvious diachronic approach will be the history of institutions, for example, library
history or scenarios for the future.
General topics like planning, staff administration, budgeting and maintenance of
buildings should be dealt with here.

The Group has discussed about the focus on document and organisations, not clearly
adapting with a user centred approach. It has also considered the revolutionary impact of
Internet and the Web for communication and networking.

Another view has been considered, presented by Wilson (Wilson, 2001) in his paper
“Mapping the curriculum in information studies” which adds a fourth block to the three
defined before (People) and looks at information. The Wilson model has been used for
comparing the LIS programmes of new countries entered in Europe (Juznic, and
Badovinac, 2005).

The Wilson model for information studies is the result of the interaction among four
fields:
Information content (the “traditional” function of library and information services);
information systems (information in organizational settings);
people (users and information providers);
and organizations (information producers, libraries, information centres, etc.).

Methodology
The methodology is essential for the LIS discipline. In LIS schools in Europe we can find
different methodological approaches:
Epistemology;
Computer science;
Linguistic/Philology;
Social Research;
Research Methods;
Bibliometrics.

This is a very important topic which has been raised in the forum, but the approaches are
very different at the moment.
 28

Quality assurance

It should be said that the link between internationalisation and quality assurance was
missing in Europe before Bologna (Campbell, and Van der Wende, 2000). Quality is a
very transversal topic, pervading all the issues and problems of curriculum development
at European level, and especially important for the mutual trust zone which the Bologna
process wants to build in Europe. It is not a bureaucratic activity for accountability, but
should be understood as a tool for transparency and as a stimulus for enhancing quality in
LIS schools. The goal of the Bologna process is to relate quality assurance to
qualification recognition. There are a number of reference tools. They stress the students’
involvement in evaluation and learning outcomes focus.

Quality assurance in European LIS Schools

At the Berlin Conference in 2003, the Education and Training Section of IFLA started a
survey about quality assurance models in LIS programmes, aimed at achieving greater
transparency of professional qualifications and increasing international cooperation of
LIS schools for quality assurance and accreditation. The primary purpose of this survey
was to gather data from a sufficient number of LIS schools from each region of the world
about current quality assurance processes, priorities and concerns. A questionnaire was
sent to LIS schools worldwide and the findings have been presented at IFLA Oslo
Conference. The IFLA questionnaires sent in Europe were 33, of which 28 were returned
(85%).

Most of the European LIS schools have a national quality assurance system. The quality
assurance process is at present driven by Government or Government funded agencies
(71%), combined in 36% of countries with internal Quality Audit. The European model
of accreditation is different from North America and most of English speaking countries
where the most diffused model of quality assurance is based on accreditation by
professional associations. The professional association model as leading the quality
assurance process is present in European Library Schools as 7% of countries. Only 11%
of the countries in Europe have no external evaluation or accreditation of quality; in this
case there is a formal validation of the LIS programme the first time it is submitted for
approval. Some of the library schools have also external assessors (21%) as employers
and alumni and an international expert panel.

The quality assurance process most usual in European LIS schools is organized in four
steps: Periodical evaluation process; self-assessment report; expert site visit and follow-
up report. The process takes place every two to five years (68%), with self-assessment
(57%) and site visit (54%%) often combined together. Differences could be evidenced for
the follow up report, not often produced (43%) and in most of cases public (only 7% of
countries have limited availability of the report).

Most of the respondents said that quality guidelines are followed. Typically the
guidelines are part of an accreditation handbook or policy manual realised by the
accreditation agency that contains a description of the accrediting process, the eligibility
requirements, relevant policies that institutions must address in their self study reports
 29

and other documentation developed to assist institutions that are preparing self study and
conducting evaluation and assessment exercises. The policy generally elucidates
standards and relates to their application.

Quality criteria and indicators could act as a thinking device to promote ongoing dialogue
about LIS schools quality in Europe. It is interesting to note that content design and input
resources indicators are considered the most important indicators of quality: they ranked
higher (respectively 86% and 68% of countries) which is consistent with the fact that
input measures are worldwide more diffused than others. Quantitative and demographic
data on students are also considered important quality indicators by 50% of European
countries.

The Bologna process focuses on learning outcomes; however, the survey has
demonstrated that this indicator is used only by 54% of European countries. Another
important indicator is the involvement of students in the evaluation process, which occurs
in 71% of European LIS schools. It should be said that in North America students are
involved in evaluation of the programme only in 3% of LIS Schools. This can be
explained inside the framework of historical, educational policy and the social
dimensions of European LIS programmes.

The necessary mutual trust between library schools in Europe can stem from quality
assurance systems, which are appropriately compatible and credible, so that they can be
validated. Regarding quality assurance it can be affirmed that homogeneity exists, despite
some differences. However the learning outcomes focus, stressed by the Bologna process,
is less popular than input measures.

Conclusion

One of the important results of the Workshop has been the recognition of the need of
continuing the discussion about the principles of LIS education and the change involving
all LIS schools. EUCLID, the European Association for Library and Information
Education and Research´, can have a role in this scenario, assuming an orientation role
and producing guidelines addressed to its members.

There is more clarity after Bologna in curriculum structure and content of LIS schools,
but there is still work to be done for achieving a better comprehension and agreement
about the identity of the LIS discipline. This is essential for any cooperation and
coordination of LIS schools in Europe to be successful.

References

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Campbell, C., and Van der Wende, M. C. (2000). International initiatives and trends in
quality assurance for European Higher Education. ENQA, Helsinki.
 30

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responsibility for VET and of the Commission, Copenhagen.

Harbo, O. (1996). "Recent trends in library and information science education in

Europe." Paper presented at the 62nd IFLA Council and General Conference, The
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professionals' competencies. IFLA, Berlin. Available:
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